Interview with Peter Breugelmans — Part 2

Starting is always easy but continuing is always a hard task for learning an instrument. So how to keep students motivated even when they don’t see their own progress anymore? This is a very necessary task for music teachers. We discussed this question with Peter.

Peter’s answer for this question is: Difficult. It is very difficult to keep the students always motivated. But it is not impossible. Of course it will require enough patience, both of the teacher and the student. Besides, in Peter’s opinion, teachers should also find pieces on all levels that can be motivating (individual, student dependent). And some rewarding pieces on some easy levels, not only the dull exercises. They are possible and useful when you teach the students, especially the children. 

It is important to let the student see the result immediately. There are several ways. One is for the students to perform in front of an audience (other students or their family members). This is a good way for some people but not all of the students (even if they’re good enough already). Music is not only performance; it can and should be something you do for your own development. Even if you’re performing for an audience, in some way you have to do it for yourself: audience can then listen to something you’re doing in your own concentration. For children, it is always a good way. It is good for them to show their progress to their parents and let parents be proud of their kids. But after a certain age, the kids will start to ask themselves ”Am I good enough?”etc. then some of them won’t feel good anymore on the stage because of the doubts or nervousness…

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One Response to Interview with Peter Breugelmans — Part 2

  1. janthesuit says:

    Yes! Motivation is key, and is something a computer can never really provide. For every instrument there are pieces which sound impressive, but are relatively easy to play, and mixing those with the more technically challenging pieces is what a good teacher has to do. You might be able to program a computer to do that, but to the student this might even be more demotivational, as the student thinks ‘oh, the computer suggests a different piece, I must suck’, while a teacher can put this into a much friendlier context.

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